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Advanced Placement: European History
Carl Wilson
Saint John’s High School
M.A. History
C.A.G.S. European History
M.A. Russian and Chinese History
Ph. D. © History
Assumption College
Assumption College
Clark University
Clark University
AP European History Teaching: 1974 to 2006
AP Comparative Government and Politics: 1987-2006
AP World History: 2005-2006
School Profile
Name: Saint John’s High School
Grades: 9-12
Type: Independent High School
Affiliation: Order of Xaverian Brothers
Total Enrollment: 1,000 male students
Overview of Advanced Placement European History Program
Program: AP European History classes are taught to sophomores only who
have had one year of Honors World History in their Freshmen year.
AP Class Size: Three to four sections of 25 each
Texts:
Kagan, Donald. The Western Heritage. Prentice-Hall.
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Sherman, Dennis. Western Civilization: From the Renaissance to the
Collapse of Communism. McGraw-Hill. (Supplemental Reader)
Bainton, Roland H. Here I Stand: A Life of Martin Luther. Abingdon
Press.
Ashley, Maurice. Oliver Cromwell: The Puritan Revolution. Collier Books.
Taylor, A.J.P. Bismarck: The Man and the Statesman. Vintage Books.
Goubert, Pierre. Louis XIV and Twenty Million Frenchmen. Vintage
Books.
Description: AP European History is a survey course of modern Europe
from the Black Death and the Renaissance to the end of the Cold War,
Tiananmen Square and the Collapse of the Soviet Union. The course will
investigate the primary political, social, cultural, economic and intellectual
themes in the development of modern European history. Students are
expected to complete secondary readings, analyze and present fundamental
genres of Western European Art, interpret and analyze primary and
secondary documents and to write a number of free response and documentbased (DBQ) practice essays. Students will develop their analytical skills by
means of investigating the categories of documents listed in the “analytical
skills key”.
Analytical Skills Key:
Art (A): Students must prepare and present an analysis of a work of art.
Primary Document (PD): Students prepare a written analysis of a primary
document.
Secondary Source Document (SSD): Students prepare an analysis of a
secondary essay or reading from a primary work.
Document-Based Question (DBQ): Students prepare and write a sample
DBQ question for seminar and class critique.
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Film (F): Students are expected to take notes and write a final analysis of
the film.
Free Response Question (FRQ): Students write and submit a free response
essay.
AP European History: Renaissance to European Union
1347 - 2000
I.
The Late Middle Ages: The Rise of Early Modern
Europe
A. The Black Death
1. Preconditions and causes
2. Popular remedies
3. Social and economic consequences
a. Farms decline
b. Peasants revolt
c. Cities rebound
d. ART: The dance of death – “danse macabre” –
Tuchman’s “A Distant Mirror”
e. Document: “The Decameron” Boccaccio and
the description of the Black Death”
f. Document: “The Danse of Death” The Distant
Mirror
g. Order of Flagellants
h. Doctrine of “mysticism”
i. Document: “Imitation of Christ” Thomas a
Kempis
j. “Black mass”
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B. Focus reading: “This is the End of the World” – Barbara
Tuchman, The Distant Mirror: The Calamitous 14th
Century
C. Document: “The Bull of Unam Sanctum” 1302: The
Universality of the Catholic Church
D. Decline of the Church: 1301-1449
1. The 13th century Papacy
2. Boniface VIII and the “Babylonian Captivity”
a. Royal challenge to Papal authority
b. Unum Sanctum (1302)
3. The Avignon Papacy (1309-1377)
a. Pope John XXII
b. National opposition to the Avignon Papacy
c. John Wycliffe and John Huss: Lollards and
Hussites
4. The Great Schism (1378-1417) – Conciliar Movement
to 1449
a. Urban VI and Clement VII
b. Conciliar Theory or Church Government?
c. The Council of Pisa (1409)
d. The Council of Constance (1414-1417)
e. The Council of Basel (1431-1449)
E. Medieval Russi: 962-1480
1. Kievan Rus: 962-1240
a. Varangians
b. Norman Theory
c. Vladimir and Christianization
d. Patrilineal System
e. Document: “Vladimir and the Christianization
of Rus” The Russian Primary Chronicle
2. Politics and Society: Russian Social Structure
3. Document: “The Lay of the Host of Igor” Medieval
Russia’s Epics, Chronicles and Tales – Sergei
Zenkovsky
4. Mongol Rule: 1240-1480
a. Iarlyk or patent system
b. Sarai
c. Appanage system
5. Rise of Moscow: “Third Rome, Second Jerusalem”
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II.
The Southern and Northern Renaissance: 1347-1550
A. The Renaissance in Italy: 1375-1527
1. The Italian City-State
a. Reasons for the growth of city-states
b. Social class and conflict
c. Condottieri – Art – Hans Holbein - Condottieri
2. Why Italy?
a. Crusades
b. Trade and commerce
c. Shipbuilding
d. Geography
B. Humanism
1. “Christian and secular Humanism”
2. Petrarch, Dante and Boccaccio
3. Document: “Letters to the Ancient Dead” Francesco
Petrarch
4. Educational reforms and goals
5. The “Florentine “Academy” and the revival of
Platonism
6. Critical works of the Humanists: Lorenzo Valla
7. Civil humanism: Machiavelli and “The Prince”
C. Renaissance Art
1. New methods
a. “Perspective”: Art: Raphael: The School of
Athens
b. Shading – “chiaroscuro”
c. Oil paints
2. Leonardo Da Vinci: Art: “Leonardo’s Anatomical
Sketches”
3. Scientific humanism: Sculpting: Michelangelo’s
“David”
D. Slavery in the Renaissance
E. Italy’s Political Decline: 1494-1527
1. The Treaty of Lodi
2. Charles VIII’s March through Italy
3. Pope Alexander VI and the Borgia Family
4. Pope Julius II
5. Document: “Politics of Realism: Niccolo Machiavelli
– “The Prince”
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F. Revival of Monarchy in Northern Europe
1. France: Valois to Bourbon
2. Spain: Hapsburg
3. England: War of the Roses and Rise of the Tudors
4. Holy Roman Empire and the Hapsburgs
G. The Northern Renaissance and Christian Humanism
1. The role of the Printing Press
a. Johannes Gutenberg: Printing Press
b. The Day the Universe Changed: “A Matter of
Fact: The Printing Press and the Birth of
Modern Print”
c. Principles of early capitalism
d. Enhanced careers of humanists
e. Access to books and libraries
f. Spread of literacy
2. Document: Erasmus – “In Praise of Folly”
3. FRQ: “Compare and contrast the ‘humanistic tradition
of the Northern and Southern Renaissance.”
4. FRQ: “Discuss the impact of the printing press on
the Northern Renaissance.”
5. Principles of Christian Humanism
6. Humanism and Reform
a. Germany
- Rudolf Agricola
- Ulrich von Hutten
- Johann Reuchlin
b. England
- Thomas Linacre
- John Colet
- Document: Thomas More: Utopia
- Art: Hans Holbein – “Thomas More”
- “A Man For All Seasons” – Thomas More
and Henry VIII
c. France
- Guillaume Bude
- Jacques Lefevre d’Etaples
d. Spain
- Francisco Jimenez de Cisneros
- University of Alcala
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- Complutensian Polyglot Version of the
Bible
H. Voyages of Discovery
1. Gold and Spices
2. Spanish Empire in the “New World”
3. The conquered world
a. The Aztecs of Mexico
b. The Incas of Peru
I. Map: “The Age of Discovery”
I. The Economy of Exploitation
1. Mining
2. Agriculture
3. Labor servitude
4. Document: “Forced Indian Labor at Potosi”
5. Document: “Montaigne on ‘Cannibals in Foreign
Lands’”
J. The impact on Europe
III. The Age of Reformation: 1517 – 1618
A. Society and Religion
1. Social and political conflict
2. Art: “A Catholic Portrayal of Martin Luther
Tempting Christ” 1547
3. Art Documents: Georg Pencz “The German Single
Leaf Woodcut”
4. Popular religious movement and the criticism of the
Church
a. The Modern Devotion
b. Lay control over religious life
B. Martin Luther and the German Reformation to 1525
1. Document: Saint Paul: “Just Shall Live by faith
alone”
2. Luther’s attack on indulgences
3. Art: Woodcut: Tetzel and Indulgences
4. The election of Charles V – 1519
5. Luther’s “excommunication” and the “Diet of Worms”
6. Imperial distractions: France and the Turks
7. The spread of the Reformation
8. The Peasants’ Revolt
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9. Document: “German Peasants Protest Rising Feudal
Exactions”
C. The Reformation elsewhere
1. Zwingli and the Swiss Reformation
a. The Reformation in Zurich
b. The Marburg Colloquy
c. The Swiss civil wars
2. Anabaptists and Radical Protestants
a. Conrad Grebel and the Swiss Brethren
b. The Anabaptist reign in Munster
c. Spiritualists
d. Antitrinitarians
D. John Calvin and the Genevan Reformation
1. Political revolt and religious reform in Geneva
2. The fundamental tenets of Calvinism
3. Calvinist “theocracy”
4. Calvin’s Geneva
5. Document: Calvin: “Rules Governing Genevan
Behavior”
E. Political Consolidation of the Lutheran Reformation
1. Document: The Diet of Augsburg: 1530 –
“Augsburg Confession: A Statement of Luther
Faith”
2. The expansion of the Reformation
3. Reaction against the Protestants
4. The Peace of Augsburg – 1555: “Cuius regio, eius
religio”
5. Document-Based Question: “Defend or refute the
following statement: ‘The Protestant Reformation
was a unified movement of dissent against the
Catholic Church.’”
F. The English Reformation to 1553
1. The precondition to reform
2. Henry VIII’s affair
3. Art: Hans Holbein – “Henry VIII”
4. The Reformation Parliament
5. The wives of Henry VIII
6. The king’s religious conservatism
7. The Protestant Reformation under Edward VI
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G. Catholic Reform and Counter-Reformation: Council of Trent
1. Sources of Catholic Reform
2. Ignatius of Loyola and the Society of Jesus
3. Document: Ignatius of Loyola – “Spiritual Exercises”
4. Art: Gianlorenzo Bernini – “The Ecstasy of Saint Teresa
of Avila”
5. The Council of Trent: 1545-1563
6. The church in Spanish America
H. The Social Significance of the Reformation in Western Europe
1.The revolution in religious practices and institutions
a. Religion in 15th century life
b. Religion in 16th century life
2.The Reformation and education
3. The Reformation and the changing role of women
I. Family life in early modern Europe
1. Later marriages
2. Arranged marriages
3. Family size
4. Birth control
5. Wet nursing
6. Loving families?
J. Literary imagination in transition
1. Miguel de Cervantes Saavedra: Rejection of idealism
2. William Shakespeare: Dramatist of Realism
IV. The Age of Religious Wars: 1555-1648
A. The French Wars of Religion: 1562-1598
1. Anti-Protestant measures and the struggle for political
power
2. Art: “The Massacre of Worshiping Protestants at
Vassy, France, March 1, 1562”
3. The appeal of Calvinism
4. Catherine de Medicis and the Guises
a. The Peace of Saint-Germain-En-Laye
b. The Saint Bartholomew’s Day Massacre
c. Protestant resistance theory
d. Document: “Henry IV Recognizes Huguenot
Religious Freedom”
5. The rise to power of Henry of Navarre
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6. Document: The Edict of Nantes: 1598
B. Imperial Spain and the Reign of Philip II: 1556-1598
1. Pillars of Spanish power
a. New world riches
b. Document: “Theodore Beza Defends the Right
to Resist Tyranny”
c. Increased population
d. Art: Titian – “Philip II of Spain”
e. Art: “Philip’s Escorial”
f. Efficient bureaucracy and military
g. Supremacy in the Mediterranean
2. The Revolt in the Netherlands
a. Cardinal Granvelle
b. The compromise
c. The Duke of Alba
d. The Pacification of Ghent
e. The Union of Arras and the Union of Utrecht
f. Netherlands independence
g. Document: “William of Orange Defends
Himself to the Dutch Estates”
C. England and Spain: 1553-1603
1. Mary I
2. Elizabeth I
a. Catholic and Protestant extremists
b. Document: “An Unknown Contemporary
Describes Queen Elizabeth”
c. Deterioration of relations with Spain
d. Mary, Queen of Scots
e. The Armada – 1588
D. The Thirty Years’ War: 1618-1648
1. Preconditions for war
a. Fragmented Germany
b. Religious division
c. Map: Germany in 1547: 300 Autonomous
Estates
d. Calvinism and the Palatinate
e. Maximilian of Bavaria and the Catholic League
2. The four periods of the war
a. The Bohemian phase
b. The Danish phase
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c. The Swedish-French phase
3. The Treaty of Westphalia – 1648
a. European secular state system
b. Particularism
c. Art: Jan Brueghel – “The Horror of the Thirty
Years’ War”
d. Document: “The Peace of Westphalia” – Yale
University Avalon Project
e. Divided Germany
f. Five great powers: England, France, Russia,
Prussia and Austria
g. Primacy of politics over religion
h. Free-Response Question: “Analyze the existing
conditions that led to the Thirty Years’ War.”
V.
Paths to Constitutionalism and Absolutism: 1603-1714
A. Two models of European Political Development
1. England: 1601-1714 – Constitutional limited monarchy
2. France: 1641-1714 – Absolute Divine Right Monarchy
B. Constitutional Crisis and Settlement in Stuart England: 16031688
1. James I: 1603-1625
a. Document: James I (VI): True Law of Free
Monarchy: 1597
b. “impositions” – tonnage and poundage
c. Puritans and Presbyterians
d. Document: “Millenary Petition”
e. Document: “King James I Defends Popular
Recreation against the Puritans
f. Hampton Court Oath
g. 1611 – King James Version of the Bible
h. 1618 – Book of Sports
i. 1620 – Plymouth Colony
2. Charles I: 1625 – 1649
a. Document: 1628 – Petition of Right
b. 1629-1640 – personal monarchy
c. Thomas Wentworth – thorough
d. 1634 – “ship money”
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3.
4.
5.
6.
e. William Laud – Archbishop of Canterbury – ‘high
church Anglicanism”
f. Imposition of the Episcopal system and The Book
of Common Prayer
g. Short Parliament – 1640
h. Long Parliament – 1640 – 1660
i. 1641 – Irish Rebellion
j. English Civil War: 1640-1649
Oliver Cromwell and the Puritan Republic: 1649-1660
a. 1644 – Battle of Marston Moor
b. Art: Weesop – “An Eyewitness Representation
of the Execution of King Charles I”
c. Document: “Charles I Gallows Speech”
d. New Model Army – “Old Iron Sides”
e. Pride’s Purge and the Rump Parliament
f. 1653 – Lord Protector for life
g. Document: “John Milton Defends Freedom to
Print Books”
h. Document: “Diggers, Levellers and the Fifth
Monarchy Men”
Charles II & Restoration Monarchy: 1660-1685
a. Clarendon Code
b. Art: “Charles II: Founder of the Royal Society”
c. 1651 – Navigation Acts
d. 1672 – Test Act
e. Popish Plot
James II and fear of Catholicism: 1685-1688
The Meaning of the “Glorious Revolution” – 1688
a. William and Mary
b. Document: 1689 – English Bill of Rights
c. Document: 1689 – Toleration Act
d. Document: 1701-Act of Settlement
e. Principle of “Parliamentary supremacy”
f. Document: 1690-John Locke – Two Treatises on
Government
g. Parliamentary “power of the purse”
h. “Social Contract” – bilateral between king and
Parliament
i. Document-Based Question: “Why did England
evolve toward a constitutional monarchy by
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C.
D.
E.
F.
G.
1688 and France an absolute ‘divine-right
monarchy’ by 1685?”
j. FRQ: “Analyze and interpret the meaning of
the ‘Glorious Revolution’”.
k. FRQ: “Compare and Contrast the political
views of John Locke and Thomas Hobbes.”
Rise of Absolute Monarchy in France
1. Henry IV and Sully
2. Louis XIII and Richelieu: 1610-1641
3. Louis XIV and Mazarin: 1641-1661
4. Document: “Bishop Bossuet Defends the Divine
Right of Kings”
5. The Years of Louis’ personal rule
a. Fronde
b. Parlements
6. Document: “Divine Right of Kings” Boussuet –
Divine Right According to Holy Scripture”
7. Art: The Palace of Versailles
8. Art: Rigaud – Louis XIV’ “The State Portrait”
Suppression of the Jansenists
Government geared for warfare
1. Colbert and the French economy
2. Mercantilism
3. Intendants
4. Louvois, Vauban and the French Military
The Wars of Louis XIV
1. The War of Devolution
2. The Invasion of the Netherlands
3. Revocation of the Edict of Nantes
Louis XIV’s later wars
1. The League of Augsburg and the Nine Years’ War
2. The War of Spanish Succession” Treaties of Utrecht
and Rastadt – 1713-1714
3. Louis XIV’s legacy
4. Secondary Source Document: “Absolutism: Myth or
Reality” – George Durand – What is Absolutism?”
VI. Philosophy, Religion, Scientific Thought and Culture
in the 16th and 17th Centuries
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A. The Scientific Revolution
1. Nicolaus Copernicus – 1543 – Heliocentric Theory
a. PrimaryDocument: 1543 – Revolutions of the
Heavenly Spheres
b. Art: “The Telescope of Galileo”
c. The Ptolemaic System
d. Copernicus’ Universe
2. Tycho Brahe & Johannes Kepler: Scientific
Organization
3. Galileo Galilei: Universe of Mathematical Laws
4. Isaac Newton: Universal Law of Gravitation
B. Philosophy Responds to New Laws of Science
1. Francis Bacon: The Empirical Method – Induction
2. Primary Document: “ Bacon Attacks the Idols that
Harm Human Understanding”
3. Rene Descartes: Method of Rational Deduction
4. Primary Document: “Descartes Explores the
Promise of Science”
5. Thomas Hobbes: Apologist for Absolutism
a. 1651 – Leviathan
b. Art: Analysis of the illustration of Hobbes
‘Leviathan’”
c. Social Contract
d. Foundation of Absolutist Monarchy
6. John Locke: Defender of Moderate Liberty and
Toleration
a. PD: 1690 – First and Second Treatise on
Government
b. PD: 1689 – Letter Concerning Toleration
c. PD: 1690 – Essay concerning Human
Understanding
d. Justification of Constitutionalism and
Constitutional Monarchy
e. Justification of the “Glorious Revolution”
C. The New Institutions of Expanding “Natural” Knowledge
D. Art: Adriaen Stalbent: “The Sciences and the Arts”
E. Women in the world of the Scientific Revolution
F. The New Science and Religious Faith
1. PD: “The Case of Galileo – 1633”
2. Blaise Pascal: Reason and Faith
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G.
H.
I.
J.
3. The English approach to science and religion
a. Deism
b. “God the great clockmaker”
c. “physico-theology”
d. PD: 1690 – John Ray – “The Wisdom of God in
His Works of Creation
4. PD: “Jonathan Swift Satirizes Scientific Societies”
5. ART: “ Vermeer’s ‘The Geographer’ and ‘The
Astronomer’: Painting and the New Knowledge”
6. PD: “Galileo Discusses the Relationship of Science
to the Bible”
Continuing Superstition
1. Witch hunts and panic
a. “malificium” – harmful magic and diabolical
witchcraft
b. “sabbats”
2. Village origins
3. Influence of the clergy
Why women?
End of the witch hunts
ART: “Witches Cavorting with Demons at a Sabat”
VII. The Maritime and Great Northern and Eastern
Powers: 1696 - 1714
A. The Maritime Powers
1. The Netherlands: Golden Age to Decline
a. William III, the Stadtholder
b. ART: Hiob A. Berckheyde – “The Amsterdam
Exchange”
c. Protestant and Catholic division
d. Mercantile revolution
e. Urban prosperity
f. ART: Rachel Ruysch – “Flower Still Life”
g. Economic decline
2. France after Louis XIV
a. John Law and the Mississippi bubble
b. Renewed authority of the parlements
c. Administration of Cardinal Fleury
d. ART: “John Law and Financial Panic”
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3. Great Britain: The Age of Walpole
a. The Hanoverian Dynasty
b. Whigs and Tories
c. The leadership of Robert Walpole
d. The structure of Parliament
e. ART: “Hogarth’s “An Election Entertainment,
Canvassing for Votes, The Polling and Chairing
the Members” – Comparative Analysis
f. PD: “Lady Mary Wortley Montagu Advises
Her Husband on Election to Parliament”
B. Central and Eastern Europe
1. Sweden and the ambitions of Charles XII; 1611-1718
2. The Ottoman Empire
3. Poland: Republic and absence of a centralized state
4. The Habsburg Empire and the Pragmatic Sanction
a. The consolidation of Austrian power
b. The Habsburg Dynastic Problem
5. Prussia and the Hohenzollerns: 1640 – 1786
a. A state of disconnected territories
b. Frederick William, The Great Elector: 1640 – 1688
c. PD: “The Great Elector Welcomes Protestant
Refugees from France”
d. Frederick I: 1688-1713
e. Frederick William I, King of Prussia: 1713-1740
f. The Prussian Military
C. Romanov and Imperial Russia: 1613 – 1725
1. Birth of the Romanov Dynasty
a. Michael Romanov: 1613 – 1645
b. Alexis Romanov: 1645 – 1676
c. Feodor Romanov: 1676 – 1682
2. Peter I “the Great” – 1696 – 1725
a. streltsy rebellion
b. Struggle against the boyars
c. 1722 – Table of Ranks
d. PD: Peter the Great Issues a Table of Ranks in
1722”
e. ART: “Peter the Great Cuts of Sleeves and
Beards – View of Saint Petersburg”
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f. PD: “Peter the Great Tells His Son to Acquire
Military Skills”
g. Holy Synod – Secularization of the Orthodox
Church
h. “collegial” system
i. 1711-Senate
3. Peter I and the Great Northern War: 1700 – 1721
a. Battles of Narva 1700 and Poltava 1709
b. Charles XII of Sweden
c. 1721 – Peace of Nystad
d. 1718 – College of War
e. Peter’s military reforms
4. FRQ: “Compare and Contrast the Economic and
Social Development of Western and Eastern Europe
by the 18th Century”
VIII. The 18th Century “Ancien Regime: 1714 – 1789
A. Definition of the “Old Regime”
1. Maintenance of tradition
2. Hierarchy
3. Privilege
B. The Aristocracy
1. Varieties of aristocratic privilege
a. British nobility
b. French nobility
c. Eastern European nobility
2. Aristocratic resurgence
C. The Land and Agriculture
1. Peasants and serfs
a. Obligations of peasants
b. Peasant rebellions
c. PD: “Russian Serfs Lament Their Condition”
2. Aristocratic domination of the countryside
D. Family structures and the family economy
1. Households
a. Northwestern Europe
b. Eastern Europe
2. The family economy
3. Women and the family economy
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E.
F.
G.
H.
I.
4. Children and the world of the family economy
The revolution in agriculture
1. New crops and methods
2. Enclosure replaces the open-field system
3. Limited improvements in Eastern Europe
4. Expansion of population
The “Industrial Revolution” in the 18th century
1. A revolution in consumption
2. Industrial leadership of Great Britain
3. ART: “Iron Forge by Joseph Wright of Derby”
4. New methods of textile production
a. Spinning jenny
b. Water Frame
5. Steam engine
6. Iron production
The impact of the Industrial Revolution on women
The Growth of cities
1. Patters of industrial urbanization
2. Urban classes
a. Upper classes
b. Middle class
c. Artisans
3. Urban riots
4. PD: “Rules for the Berlin Poor House”
5. PD: Women’s Work in Pre-industrial Europe”
6. PD: “An Edinburgh Physician Describes the
Dangers of Childbirth”
7. ART: Comparative – Boucher’s ‘The Breakfast’ and
Chardin’s ‘The Return From the Market’ – Two
Scenes From Domestic Life”
8. ART: British School – A Pithead – 18th Century
English Coal Mine”
9. ART: Francis Wheatley – Comparative Art Essay –
“The Morning, Noon, Evening and Night”
10. PD: “Priscilla Wakefield Demands More
Occupations for Women”
The Jewish population: age of the ghetto
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IX. The Transatlantic economy, trade and Colonial
Rebellion
A. Mercantile empires
1. Mercantilist goals
2. French-British rivalry
B. The Spanish “Colonial System”
1. Colonial government
2. Trade regulation
3. Colonial reform under Spanish Bourbon monarchs
C. Black African slavery, the plantation system and the Atlantic
economy
1. African presence in the Americas
2. The West Indies, Brazil and sugar
3. Slavery and the transatlantic economy
4. The experience of slavery
5. PD: “A Slave Trader Describes the Atlantic
Passage”
6. ART: Copley’s “Watson and the Shark”
a. Language and culture
b. Daily life
c. Conversion to Christianity
d. PD: “Olaudah Equiano Recalls His Experience
at the Slave Market in Barbados”
D. Mid-18th Century Wars
1. The War of Jenkins’s Ear
2. The War of Austrian Succession 1740-1748
3. The “Diplomatic Revolution” of 1756
3. The Seven Years’ War: 1756 – 1763
4. The American Revolution in Europe
a. Resistance to the Imperial search for revenue
b. The crisis and independence
c. American political ideas
E. Events in Great Britain
1. The challenge of John Wilkes
2. Parliamentary reform
3. The Yorkshire Association Movement
4. Impact of the American Revolution on Europe
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5. PD: “The Stamp Act Congress Addresses George
III”
6. DBQ: “To what extent was the War of the American
Revolution a European Conflict?”
X.
Age of the Enlightenment: 1762 – 1789
A. The “Philosophes”
B. Formative influences on the Enlightenment
1. Ideas of Newton and Locke
2. The example of British toleration
3. ART: “Portrait of Voltaire”- Nicolas de Largilliere
4. Need for reform in France
5. The emergence of “print culture”
6. ART: Joseph Wright of Derby – “An Experiment on
a Bird in the Air-Pump”
C. The Encyclopedia
D. PD: “The Encyclopedia Praises Mechanical Arts and
Artisans”
E. The Enlightenment and Religion
1. Deism
2. Toleration
3. PD: “Voltaire Attacks Religious Fanticism”
4. Radical Enlightenment criticism of religion
5. Jewish thinkers in the Enlightenment
F. The Enlightenment and Society
1. Beccaria and reform of criminal law
2. The physiocrats and economic freedom
3. Adam Smith and the “Classical School” of economics
4. PD: Montesquieu and “The Spirit of the Laws”
5. PD: “Montesquieu Defends the Separation of
Powers”
6. Rousseau: a radical critique of modern society
7. PD: “Rousseau Argues for Separate Spheres for
Men and Women”
8. Women and Enlightenment thought
9. PD: “Mary Wollstonecraft Criticizes Rousseau’s
View of Women”
G. Enlightened Absolutism
1. Frederick II the great of Prussia 1740-1786
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2. Joseph II of Austria 1765 – 1790
3. PD: “Maria Thersa and Joseph II of Austria Debate
Toleration”
4. Catherine II the great of Russia 1762-1796
5. PD: “Catherine the Great Issues an Instruction to
the Legislative Commission”
6. PD: “Alexander Radishchev Attacks Russian
Censorship”
7. The “partition” of Poland
8. Central and Eastern Europe: 1771-1793
H. DBQ: “Evaluate the political, social and cultural reforms
Enlightenment thinkers sought in 18th century European
society”
XI. The French Revolution: 1789 – 1799
A. The crisis of the French Monarchy
1. The attempt at new taxes
2. ART: “Allegory on the French Revolution”
3. ART: “Liberty, Equality and Fraternity”
4. Aristocracy and clergy resist taxes as “privileged”
estates
B. The “Revolution” of 1789
1. The Estates General becomes the National Assembly
2. ART: Satire – “The Three Estates”
3. PD: “Abbe Sieyes Presents the Cause of the Third
Estate”
4. ART: “The Estates General at Versailles”
5. ART: “ Tennis Court Oath” – Jacques-Louis David
6. ART: “Death of Marat” – Jacques-Louis David
7. PD: “The Third Estate of a French City Petitions
the King”
8. ART: “Storming of the Bastille” – Giraudon
9. PD: “The National Assembly Decrees Civic Equality
in France”
10.ART: Caricatures – “Figure of Equality” – “Women
of Paris March on Versailles”
11.The Fall of the Bastille – July 14th, 1789
12.The “Great Fear” and surrender of feudal privileges
13.The Declaration of the Rights of Man and Citizen
22
C.
D.
E.
F.
14.The flight to Varennes
The reconstruction of France
1. Political reorganization
a. The Constitution of 1991
b. Departments replace provinces
c. MAP: “French Provinces and the Republic”
2. Economic policy
a. Chapelier Law of 1791
b. Civil Constitution of the Clergy
c. Assignats
3. The Civil Constitution of the Clergy
4. Counterrevolutionary Activity
a. Declaration of Pillnitz
b. Flight to Varennes
The “Second Revolution”
1. End of French Monarchy
2. The Convention and the role of the San-culottes
a. Goals of the sans-culottes
b. The policies of the Jacobins
c. Execution of Louis XVI
Europe at War with the Revolution
1. Edmund Burke attacks the Revolution
2. Suppression of reform in Britain
3. The end of Enlightened Absolutism in Eastern Europe
4. War with Europe
The Reign of Terror
1. The Republic defended
a. The Committee of Public Safety
b. ART: Jacques-Louis David – “Lictors Bringing
to Brutus the Bodies of His Sons”
c. PD: “The Revolutionary Government Forbids
Workers’ Organizations”
d. The Levee en Masse
2. The “Republic of Virtue”
a. The Society of Revolutionary Republican Women
b. PD: “French Women Petition to Bear Arms”
c. Hebertists and “de-Christianization”
d. Robespierre and the Reign of Terror
e. PD: “A Pamphleteer Describes a Sans-culotte”
f. ART: “Execution of Louis XIV”
23
3. The “institution” of the Terror
a. The Revolution devours its own children
b. PD: “The Paris Jacobin Club Alerts the Nation
to Internal Enemies of the Revolution”
c. PD: “The Convention Establishes the Worship
of the Supreme Being”
d. The demise of Robespierre
e. PD: “Burke Denounces the Extreme Measures
of the French Revolution”
G. The Thermidorean Reaction
1. PD: The Law of 22nd Prairial
2. The end of the Terror
3. The Directory of Five: 1795-1799
4. Removal of the sans-culottes from political power
H. DBQ: “Why did the leaders of the French Revolution seek a
more radical solution?”
XII. The Age of Napoleon: 1799 – 1815
A. The Rise of Napoleon Bonaparte 1769 – 1799
1. Early victories in Europe and Africa
2. ART: Jacques-Louis David – “Napoleon Crossing
the Alps”
3. The Constitution of the Year VIII
B. The Consulate in France; 1799 – 1804
1. Repression of foreign and domestic enemies
2. PD: “Napoleon Describes Conditions Leading to the
Consulate”
3. PD: Concordat of 1801
4. The Napoleonic Code: 1804 – 1807
5. 1804 – Emperor for life
C. Napoleonic Empire: 1804 – 1814
1. Conquering the Empire
a. British naval supremacy
b. ART: “Coronation of Napoleon”
c. Napoleonic victories in central Europe
d. Treaty of Tilsit, July 7th, 1807
2. The Continental System
3. PD: “Napoleon Advises His Brother to Rule
Constitutionally”
D. European response to Empire
24
E.
F.
G.
H.
I.
1. German Nationalism and Prussian Reform
2. ART: Francisco Goya – “Night of Executions”
3. The Wars of Liberation
4. The invasion of Russia, 1812
5. European coalition
The Congress of Vienna
1. Territorial adjustments
2. The Hundred Days
3. The Quadruple Alliance
4. The Concert of Europe
The Romantic Movement: 1830 – 1848
1. Questioning the supremacy of reason
2. PD: “Madame de Stael Describes the New Romantic
Literature of Germany”
3. PD: “Chhateaubriand Describes the Appeal of the
Gothic Church”
4. PD: “Hegel Explains the Role of Great Men in
History”
5. FRQ: “Using examples from the Works of at Least
two English Romantics, describe the philosophy of
the Romantic movement in literature”
6. Rousseau and education
7. Kant and The Critique of Pure Reason – 1781
Romantic Literature
1. English Romantic writers
a. William Blake 1757-1827
b. Samuel Taylor Coleridge 1772-1834
c. William Wordsworth 1770-1850
d. Lord Byron 1788-1824
2. German Romantic writers
a. Johann Wolfgang von Goethe 1749-1832
b. Faust
Religion in the Romantic Period
1. Methodism
2. Continental Religion – Faith, passion and the Church
Romantic views of “nationalism” and history
1. Johann Gottfried Herder 1744-1803
2. Georg Wilhelm Friedrich Hegel 1770-1831
a. “dialectical idealism”
b. History as an evolving clash of cultures
25
XIII. The Conservative Order and Challenges of Reform:
1815-1832
A. The challenges of “Nationalism” and “Liberalism”
1. The emergence of nationalism
a. Opposition to the Vienna settlement
b. ART: Eugene Delacroix – “Liberty Leading the
People”
c. Emerging ethnicity, linguistic unity and national
culture
d. PD: “Mazzini Defines Nationality”
e. Pd: “Benjamin Constant Discusses Modern
Liberty”
f. The meaning of nationhood
g. Regions of nationalistic pressure
2. Early 19th century “political liberalism”
a. Political goals and the French Revolution
b. Economic goals and laissez-faire classical
economics
c. Interrelationship of liberalism and nationalism
B. “Conservative” governments: the domestic political order
1. PD: Edmund Burke and the “Conservative”
principle
2. Conservative resistance to Liberalism and Nationalism
a. Dynastic integrity of the Habsburg Empire
b. Metternich and Castlereagh
c. PD: “Metternich Rejects Constitutionalism”
d. Defeat of Prussian Reform
e. Student nationalism and the Carlsbad decrees of
1819
3. Post-war repression in Great Britain
a. Lord Liverpool’s ministry and popular unrest
b. “Peterloo Massacre” and the Six Acts
4. Bourbon Restoration in France
a. The “Charter” constitution
b. Ultraroyalism
C. The Conservative International Order
1. The “Congress” System
26
2.
3.
4.
5.
6.
The Spanish Revolution of 1820
PD: The Troppau Protocol of 1820
The Greek Revolution 1821 – 1829
Serbian independence 1830
The Wars of Independence in Latin America
a. Creole discontent
b. San Martin in Rio de la Plata
c. Simon Bolivar’s liberation of Venezuela
d. Independence in New Spain
e. Brazilian independence
f. Consequences of Latin American independence
D. The Conservative Order under siege
1. Russia: Nicholas I and the Decembrist Revolt of 1825
a. Military unrest
b. PD: “Russia Reasserts Its Authority in Poland”
c. Dynastic crisis and succession
d. The autocracy of Nicholas I: 1825-1855
e. “Orthodoxy, Autocracy and Nationality”
f. The revolt and repression in Poland
2. The Revolution in France in 1830
a. Charles X and the policy of “reaction: 1824 – 1830
b. The July Revolution of 1830
c. Monarchy under Louis Philippe: 1830-1848
3. Belgium and independence – 1830
4. The “Great Reform Bill” of 1832
a. Political and economic reform
b. PD: “Thomas Babington Macaulay Defends the
Great Reform Bill of 1832”
c. ART: John Constable – “Salisbury Cathedral”
d. ART: J.M.W. Turner – “Steam and Speed –
The Great Western Railway”
e. Catholic Emancipation Act
XIV. Economic Advance and Social Unrest: 1830-1848
A. Industrialism in Great Britain
1. Why was Great Britain the industrial leader?
2. Population and migration
3. Railroads, canals and bridges
B. The labor force
27
C.
D.
E.
F.
G.
1. Proletarianzation of factory workers and urban artisans
2. ART: Honore Daumier – “The Uprising”
3. “Chartism” in England
Family structures in the Industrial Revolution
1. The factory system and the family
2. Female and child labor – the Factory Acts
3. PD: ”Women Industrial Workers Explain Their
Economic Situation”
4. Women in the Industrial Revolution
Industrialization and Crime
1. New police forces
2. “Bobbies” OF 1828
3. Prison Reform movements
Classical Economics
1. PD: Adam Smith and The Wealth of Nations – 1776
2. Laissez-faire economics
3. Malthus on Population
4. PD: 1798 – Malthus – “Essay on the Principle of
Population”
5. PD: Ricardo Enunciates the Iron Law of Wages
Early Socialism
1. Utopian Socialism
a. Saint-Simonism
b. Owenism
c. Fourierism
2. Anarchism
3. Marxian “scientific socialism”
a. Marx and Engels and “scientific socialism”
b. Sources of Marx’s ideas
c. PD: 1848 – “The Communist Manifesto”
d. Violent revolution through “class conflict”
1848: The Revolutions That failed?
1. France – The Second Republic of Louis Napoleon III –
1851-1871
A. The National Assembly and Paris Workers
B. Emergence of Louis Napoleon
C. Frenchwomen in 1848
2. The French model of rebellion
3. PD: “Paris Workers Complain about the Actions of
the Second Republic”
28
4. PD: “Karl Marx Ponders the Revolutionary History
of France and Louis Napoleon’s Coup”
H. The Habsburg Empire: Nationalism resisted
1. The Vienna uprising
2. The Magyar Revolt
3. Czech nationalism
4. Rebellion in northern Italy
5. PD: “The Pan-Slavic Congress Calls for the
Liberation of Slavic Nationalities”
I. Italy: Mazzini and Republicanism defeated
J. Germany; Liberalism frustrated by Prussia
1. Revolution in Prussia
2. The Frankfurt Parliament: Kleindeutsch/Grossdeutsch
XV. The Age of Realpolitik and Great Nation-States: 18481871
A. The Crimean War: 1853-1856
B. Italian Unification
1. Romantic Republicans
a. Carbonari
b. Giuseppe Mazzini
c. Giuseppe Garibaldi 1807-1882
2. Cavour’s “Realpolitik”
a. French sympathies
b. War with Austria – 1859
c. Garibaldi’s campaign
d. PD: “Cavour Explains Why Piedmont Should
Enter the Crimean War”
3. The new Italian state
C. German Unification: 1862-1871
1. Economic unification – 1834 – Zollverein
2. Burschschaften
3. Otto von Bismarck: 1815-1898
a. The Danish War 1864-1865
b. The Austro-Prussian War – 1866
c. The North German Confederation – 1867
d. PD: “Bismarck and Realpolitik”
e. PD: “Heinrich von Treitschke Demands the
Annexation of Alsace Lorraine”
29
D. The Franco-Prussian War and the German Empire: 1870-1871
E. France: Liberal Empire to the Third Republic – 1851-1871
1. The Paris Commune of 1870
2. PD: “The Paris Commune is Proclaimed”
3. The Third Republic 1870-1940
4. The Dreyfus Affair
5. ART: Edouard Manet – “The Bar at the FoliesBergere”
F. The Habsburg Empire
1. Formation of the Dual Monarchy 1867-1914
2. National unrest
a. Czechs
b. Serbs
c. Magyars
3. PD: “The Austrian Prime Minister Explains the
Dual Monarchy”
4. Map: “Nationalities Within the Habsburg Empire”
5. PD: “Lord Acton Condemns Nationalism”
G. Russia: Emancipation to Revolution: 1861-1881
1. Reforms of Alexander II 1855-1881
a. Abolition of Serfdom – 1861
b. ART: “Life in Russian Villages”
c. Zemstvos and the reform of local government
d. Reform of the judicial system
e. Military reform
f. Repression in Poland
2. The Russian Revolutionary Movement: 1861-1881
a. The Bell
b. Land and Freedom
c. Narodnichestvo
d. People’s Will
e. PD: “The People’s Will Issues a Revolutionary
Manifesto”
f. Assassination of Tsar Alexander II, 1881
H. Great Britain and the Expansion of Democracy: 1867-1894
1. The Second Reform Bill of 1867
2. Gladstone’s “Great Ministry 1868-1874
3. Benjamin Disraeli and the Conservative Principle 18741880
4. The Irish Question
30
a.
b.
c.
d.
e.
f.
g.
5.
6.
7.
8.
Charles Stewart Parnell 1846-1891
PD: “Parnell Calls for ‘Home Rule’ in Ireland”
1881-Irish Land Act
1881-Coercion Act
1885 – the Irish Party
1886 – defeat of the Irish “Home Rule” bill
Liberal Unions joined with Conservatives to defeat
the Home Rule Bill
Rise of Fabian Socialism; Sidney and Beatrice Webb
PD: “Fabian Essays: Socialism in England”
1906-Formation of the British Labor Party
PD: 1911-House of Lords Act
XVI. The Building of European Supremacy: 1871-1914
A. Population trends and migration
B. The Second Industrial Revolution
1. New industries
2. Economic difficulties
3. The ascendancy of the middle classes
C. Urban life
1. Redesign of cities
2. Urban sanitation
3. Housing reform
D. Growth of 19th century women’s rights
1. Social disabilities
2. New employment patterns
3. Working-class women
4. Poverty and prostitution
5. Women in the middle classes
6. The rise of political feminism
E. Jewish Emancipation
1. Degrees of citizenship
2. Broadened opportunities
F. Labor, Socialism and politics: 1871-1914
1. Trade unionism
2. Democracy and the evolution of political parties
3. Karl Marx and the First International
4. Great Britain, Fabian Socialism and welfare programs
5. PD: “An English Feminist Defends the Cause of the
Female Franchise”
31
6. France: “Opportunism” rejected
7. PD: “A French Physician Describes a WorkingClass Slum in Lille before the Public Health
Movement”
8. PD: “The Virtues of a French Middle-Class Lady
Praised”
9. ART: Georges Seurat and Giuseppe Pellizza da
Volpedo: “A Sunday on La Grande-Jatte and Il
Quarto Stato”
10.Germany: Social Democracy and Revisionary
Socialism
11.PD. “Eduard Bernstein Criticizes Orthodox
Marxism”
12.Russia and the birth of Leninist “Bolshevism”
13.PD: “A Russian Social Investigator Describes the
Condition of Children in the Moscow Tailoring
Trade’
14.PD: “Lenin Argues for the Necessity of a Secret and
Elite Party of Professional Revolutionaries”
15.PD: “Two Examples of Russian Social and Political
Protest: 1906”
XVII. Modern European Thought: 1867-1914
A. The new literacy
1. Advances in primary education
2. Reading material for the mass audience
B. Science at mid-century
1. Comte, Positivism and the “new science”
2. PD: “T.H. Huxley Criticizes Evolutionary Ethics”
3. Darwin’s “theory of natural selection”
4. Science and ethics
5. PD: “Ernst Haeckel Announces the End of the Idea
of Design in Nature”
6. ART: “Albert Einstein’s Theory of Relativity”
C. Christianity and Church under siege
1. Intellectual skepticism
2. Conflict between church and state
3. Religious intellectualism and revival
4. Roman Catholic Church and modernity
32
5. PD: “1891 Encyclical Rerum Novarum of Pope
LeoXIII”
D. Modern Thought
1. Science: Einstein and the revolution in physics
2. Literature: realism, naturalism and modernism
3. ART: “Cubism Changes the Shape of Painting’
4. PD: “Emile Zola Defines the Naturalistic Novel”
5. Friedrich Nietzsche and the revolt against reason –
“existentialism”
6. Freud and the birth of “psychoanalysis”
7. Retreat from rationalism in politics
8. Racism
9. PD: “Gobineau’s Racial Thought”
10.PD: “H.S. Chamberlain Exalts the Role of Race”
11.Anti-semitism and the birth of “Zionism”
12.PD: “Herzl Calls for a Jewish State”
13.Science and racial thought
14.Women, antifeminism and new directions in feminism
15.PD: “Virginia Woolf Urges Women to Write”
XVIII. Imperialism, Alliances and World War I: 1871-1914
A. Imperialism
1. Definition of the “new imperialism”
2. PD: “Social Darwinism and Imperialism”
3. Motives: economic
4. MAP: “Imperial Expansion and Partition of Africa”
5. MAP: “Imperial Expansion into Asia”
6. Motives: cultural, religious and social
7. PD: “Karl Peters Demands Colonies For Germany”
8. Motives: strategic and political
9. Motives: irrational
10.DBQ: “Discuss and Analyze the Factors that led to
the European Imperialism of the nineteenth
century”
B. The German Empire and the Alliance System: 1873-1907
1. Bismarck’s Alliance System 1873-1890
2. Triple Entente 1890-1907
3. FRQ: “Analyze the significance of the 1904 Entente
Cordiale between France and Britain”
C. World War I 1914-1918
33
1. Causes – 1871-1914
2. PD: “The Austrian Ambassador Gets a ‘Blank
Check’ from the Kaiser”
3. Immediate causes – 1914
4. Total war – 1914-1918
5. ART: John Singer Sargent – “Gassed – The Horrors
of Modern War”
D. The Russian Revolutions of 1917
1. The February Revolution
2. PD: “The Outbreak of the Russian Revolution”
3. Why a more radical solution/
4. The rise of Lenin, Bolshevism and minoritorianism
5. PD: “Lenin Establishes His Dictatorship”
6. The October Revolution and War Communism
E. The conclusion to World War I: 1919
1. The armistice, November 11th, 1918
2. The Paris Peace Settlement
a. Obstacles
b. Versailles
c. Interpretation
d. Evaluation
e. “Carthaginian Peace’
f. “A world made safe for democracy”
g. PD: “The Treaties of Paris” – Yale University
Avalon Project
XIX. Political Experiments in the 1920’s
A. Political and economic impact of the Paris Peace of 1919
1. New governments
2. “Revisionism”
3. Economic unemployment and inflation: the Weimar
collapse
4. New roles of government and labor
B. The Soviet System: 1917-1927
1. War Communism and the Civil War: 1917-1921
2. The New Economic Policy of Lenin: 1921-1927
3. Struggle for succession and power: 192401928
a. Trotsky and “Permanent Revolution”
b. PD: “Trotsky Urges the Use of Terror”
c. Stalin and “Socialism in one country”
34
d. He Third International
e. The emergence of Stalin and Piatiletka – 1928
C. The rise of Fascism in Italy – 1919-1928
1. The rise of Mussolini
a. Black Shirts
b. PD: “Mussolini Heaps Contempt on Political
Liberalism”
c. Squadristi
d. Fascisti combattimento
e. “totalitarianism’
f. Fascism in power
2. The rise of ideology
D. The failure of democracy
1. France – The search for “collective security”
2. Great Britain: economic chaos and division
E. The Weimar Republic in Germany: 1919-1933
1. Problems with the Weimar Constitution
2. Failure of the center
3. Inflation
4. Invasion of the Ruhr
5. Rise of “Nationalist” extremism
6. The “Stresemann era”
7. The Locarno Pact – False security
8. The rise of “left and right” extremism
9. PD: “Hitler Denounces the Versailles Treaty”
10.PD: “Ernst Roehm Demands a Return to German
Military Values”
11.ART: George Grosz – “Pillars of Society” 1926
12.FRQ: “What social and political conditions in
Germany facilitated Hitler’s rise to power?”
XX. Europe and Totalitarianism: 1928-1939
A. Causes of the “Great Depression”
1. Inflation
2. Failure of democracy
3. Problems in industry, labor and agriculture
4. Depression and government policies
5. PD: “George Orwell Observes a Woman in the
Slums”
35
6. ART: Rene Magritte – “The Human Condition”
7. Great Britain and “National Government”
8. France and “Popular Front”
B. Germany and the National Socialist Seizure of Power; 1930 –
1939
1. Depression, unemployment and extremism
2. Saalschacht against the Communists
3. Hitler as opportunist
4. Gleischschaltung and consolidation of power
5. The Nuremburg Laws, police state and anti-semitism
6. PD: “Kristallnacht”
7. Nazi economic policy
8. PD: “Josef Goebbels Explains How to Use Radio for
Political Propaganda”
C. Italian Fascism and Consolidation of power: 1930 – 1939
1. Syndicates
2. The “corporate” state
D. Stalin and the Soviet Totalitarian State: 1928-1939
1. Five Year Plans and rapid industrialization
2. PD: “Stalin Calls for Liquidation of the Kulaks as a
Class”
3. Collectivization in agriculture
4. Heavy military goods
5. The export of Stalinism
6. The Great Terror – Purges – 1934-1938
7. Yezhovschina
8. PD: “Yezhov States His Case to the Court”
9. Interpretations
10.FRQ: “What were Stalin’s major policies for
organizing the Russian economy?”
11.ART: Picasso’s “Guernica”
XXI. World War II: 1939-1945
A. Causation – 1933-1939
1. Hitler’s “Lebensraum”
2. PD: “Hitler Describes His Goals in Foreign Policy”
3. Breakdown of “collective security”
4. Failure of the League of Nations
5. Italy’s attack on Ethiopia
36
B.
C.
D.
E.
6. DBQ: “To what extent was Italy’s aggression in
Ethiopia significant in the outbreak of World War
II?”
7. Remilitarization of the Rhineland
8. Spanish Civil War 1936-1938
9. “Appeasement” in Czechoslovakia
10.PD: “Churchill’s Response to Munich’
11.Austrian “Anschluss”
12.Diplomatic failure at Munich – 1938 “Peace is at hand”
13.Nazi-Soviet Pact – 1939
14.Pact of Steel; Germany, Italy, Japan
15.Japanese aggression in China
World War II: Key “turning points” – 1939-1945
1. 1939-German invasion of Poland
2. Defeat of France: “Vichy Regime” – 1940-1945
3. 1940 – Battle for Britain
4. Operation “Barbarossa” – Attack on Russia
5. Entfernung: “The Final Solution”
6. PD: “Final Solution of the Jewish Problem”
7. Japan and USA enter the War in 1941
8. 1943 – Stalingrad
9. Wartime conferences
a. 1941-Atlantic Chater
b. 1943-Moscow Conference
c. 1943-Teheran Conference
d. 1945-Yalta Conference
e. 1945-Potsdam Conference – “Atomic Diplomacy”
Occupied and divided Europe: The beginning of the “Cold
War” – 1945
PD: “Sartre Discusses the Character of His
‘Existentialism’”
PD: “John Paul II Discusses International Social Justice”
XXII. Cold War and the Emergence of the “New Europe”
1945-1991
A. The emergence of the “Cold War”
1. “Containment” policy
a. Article “X”
b. Truman Doctrine
37
B.
C.
D.
E.
c. PD: “The Truman Doctrine”
d. Marshall Plan
e. Pd: “The Cominform Issues a Manifesto”
f. Atomic diplomacy
2. Sovietization of Eastern Europe
3. Quadripartite of Germany and Berlin Airlift
4. NATO – 1949 and the Warsaw Pact – 1955
5. State of Israel
6. Decolonization of India
7. Korean War – 1950-1953
Rise of Nikita Khrushchev – 1953-1964
1. The death of Stalin – 1953
2. Struggle for Power – 1953-1956
3. Destalinization – 20th Party Congress – 1956
4. PD: “Khrushchev Denounces the Crimes of Stalin”
5. Khrushchev and ‘Peaceful Coexistence”
“1956” – A year of Cold War Crisis”
1. The Suez Crisis: the “New Cold War”
2. The Polish rebellion
3. The Hungarian Crisis
4. Soviet domination of Eastern Europe
“Cold War” Confrontations – 1960-1968
1. 1960 – Collapse of the Paris Summit Conference and
the “Big Four”
2. 1961-The Berlin Wall
3. 1962- The Cuban Missile Crisis
4. 1964-The Fall of Nikita Khrushchev
5. 1968-Brezhnev and the invasion of Czecholslovakia
6. PD: The Warsaw Pact Justifies the Invasion of
Czechoslovakia”
7. 1968 – “The Brezhnev Doctrine”
8. Vietnam: Communism and Democracy in East Asia
a. 1954-Dien Bien Phu End of French colonialism
b. US escalation in Viet Nam
9. Cold War and anti-ballistic missiles
Toward European Unification
1. Postwar communication
a. NATO
b. European Economic Community
2. The European Union: “Euro-politics”
38
F. The “Brezhnev Era” in the Soviet Union and Eastern Europe
1. The USA and “Détente’
2. The “graying of communism”
3. Solshenitsyn and Sakharov: The rise of the dissidents
4. Failure of Communism in China: “The Great
Proletarian Cultural Revolution” – 1966-1976
5. The Era of Open Door-Deng Xiaopeng; 1978-1990
6. 1978-1979 Democracy Movement Great Character
Posters Wall
7. Tianamen Square-1989
8. Market Socialism with Chinese characteristics
9. Hu Jin Tao-Wen Ji Bao
10.Soviet invasion and defeat in Afghanistan
11.Communism and “Solidarity” in Poland
12.PD: “Poland Declares Martial Law”
13.DBQ: “To what extent did the Solidarity movement
in Poland help bring about the fall of communism
and of the Soviet Union?”
G. The Collapse of European Communism: 1982 – 1991
1. Gorbachev and reform
a. PD: “Glasnost”
b. PD: “Perestroika”
c. Unreformed “Leninism”
d. PD: “Gorbachev Proposes that the Soviet
Communist Party Abandon Its Monopoly of
Power”
e. PD: “Alexander Solzhenitsyn Ponders the
Future of Russian Democracy”
2. 1989: “Springtime of nations” – Revolution in Eastern
Europe
3. Internal collapse of the Soviet Union
H. The Yeltsin Decade: 1989-1999
I. The collapse of Yugoslavia and Civil War
J. PD: “Vaclav Havel Reflects on the Future of Europe”
K. The “new ethnic nationalism”
L. The rise of Putin and “parliamentary” Russia
M. CIS to the Russian Federation
N. The final collapse of Socialism
39
XXIII. The New Globalism: “The Clash of Civilizations”
A.
B.
C.
D.
E.
F.
G.
H.
The rise of the “new globalism”
The emergence of “religious fundamentalism”
The fall of the nation-state
The rise of the “new civilizations”
Global politics in a post-European world
Transnational political organizations
The “Clash of Civilizations”
The “rise or fall of ideologies”
XXIX. Advanced Placement: European History – Review
I.
Free Response and the Document-Based Essay
A. The Five Paragraph Essay: In the humanities, the five-paragraph essay
represents a common method for measuring a student’s writing
proficiency. It is therefore essential to master this patterned format in
order to score well on an Advanced Placement exam. As part of this
learning process, the student needs to develop specific thinking and
organizational patterns that will result in the timed creation of an essay
that is clear, concise and logically constructed. The five-paragraph essay
follows a well-defined structural format. The first paragraph introduces the
reader to the thesis or the argument of the essay and directs the reader to
three supporting developmental paragraphs. The purpose of the
developmental paragraphs is to provide at least three standards of evidence
in the body of the essay that support the student’s argument or thesis. The
fifth or final paragraph restates, based on the evidence presented, a new or
unique point of view as developed in the thesis. This paragraph, if written
well, should convince the reader of the validity of the author’s argument.
1. Thesis paragraph
In history, government and politics the thesis paragraph
introduces the reader to a unique aspect of the topic. It is
important to make the thesis a clear, precise and limited
statement. This is the opportunity for the writer to gain the
reader’s attention in respect to the uniqueness of the line of
argumentation.
2. Directive words:
3. Thesis statement
4. Developmental Paragraphs
5. Conclusion
6. Basic Core and Expanded Core
B. The Document-Based Question
1. Document Analysis
40
2. Essay strategies
3. Key directive words
4. Thesis paragraph
5. Grouping documents
6. Weighing evidence
7. Document bias
8. Conclusion
C. Sample Document-Based Question: “Russia: 1861-1914”
II.
Age of Transition and the Disastrous 14th Century
A. Age of Transition
1. Black Death or Bubonic Plague
2. Decline of the Church
3. Dance Macabre
4. Order of Flagellants
5. Conciliar Controversy
6. Decline of Feudalism
7. New agricultural and Commercial methods of production
B. Southern and Northern Renaissance
1. Why Italy? Why is the term “Renaissance” in some ways an
erroneous term?
2. Secular Humanism. Explain the new attitudes and the “new
conception of life itself” that arose in Renaissance Italy. How
were Renaissance attitudes reflected in “humanism”? How was
the fusion of “civic consciousness and humanism” demonstrated
in the careers of Renaissance writers? Discuss the special
contributions made by Machiavelli to the politics and political
philosophy.
3. Renaissance types: Machiavelli, Petrarch, Bocaccio. How did the
writings of these three Renaissance “types” help define the
principal of “secular humanism” in the Italian Renaissance?
4. Italian City States. “Machiavelli produced the first purely
secular treatise on politics.” Explain the meaning and
significance of this quotation.
5. Northern Renaissance. How did the Renaissance in Europe north
of the Alps differ from the Renaissance in Italy?
6. Christian Humanism. What special religious aspects were there
to the northern Renaissance and the spread of religious
mysticism? How was Erasmus both a conservative and a
reformer?
7. Northern Renaissance types: Erasmus, Reuchlin, Colet, More.
How did three of these Renaissance individuals typify the
learning, ideas and reforms of the Northern Renaissance?
8. Role of women in the Renaissance
9. ***AP Renaissance Questions. How did the illustrations of the
Italian Renaissance convey a sense of art, social, cultural and
civic life during the era? “Erasmus was the greatest of all the
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northern humanists and indeed the most notable figure of the
entire humanist movement”. Comment on this quote. Compare
and contrast the secular humanism of the Southern Renaissance
with the Christian humanism of the northern Renaissance.
Compare and contrast two Renaissance “types” from the
Northern and Southern Renaissance. With the Renaissance,
literature became a kind of calling and also a consideration of
moral philosophy in the widest sense, raising questions of how
human beings should adjust to the world, what a good life
could be or ought to be, and where the genuine and ultimate
rewards of living were to be found. Comment. What single
figure best typifies the Renaissance in your mind. Give reasons
why.
10. Concepts: vernacular, virtu, city-state, individualism, grandi,
Medici, fondachi, Caesar Borgia, condottieri, humanism,
secularism, Petrarch, Boccaccio, Dante, Decameron, Book of
Courtier, The Prince, Castiglione, Petrarch, Florentine
Academy, perspective, Da Vince, Raphael, Donatello,
Michelangelo, Julius II, Machiavelli, Gutenberg, Imitation of
Christ, Praise of Folly, Modern Devotions, mysticism, Utopia,
Brothers of a Common Life
III.
Early Modern Europe: 1517 – 1648
A. Reformation Europe
1. Causes: mysticism, secularism, humanism, materialism. As
opposed to a cause of the Reformation, Martin Luther was an
effect of the secular rebellion against the authority of the
Catholic Church.
2. Precursors and the decline of the church – papal critics. The
mystical and humanistic thinkers of the Renaissance provided the
foundation of the Reformation.
3. Luther, Calvin, Zwingli. Certain religious historians referred to
Luther as a reformer, not a revolutionary; a conservative, not a
liberal. Why did Lutheranism appeal to German Nationalists
while Calvinism appealed to the business and urban middle
class? The Weber thesis stated that the chief motivation of the
Protestant Reformation was economic. “The leaders of the
Reformation were religious revolutionaries, not partisans of
‘freedom of religion’ or of ‘religious toleration’.”
4. Radical reformers. Protestantism did little to change the role of
women in the churches or in the wider social order.
5. English and Scottish Nationalism. In England the government
broke with the Roman Catholic church before adopting any
Protestant principles.
6. Peace of Augsburg – 1555. The Peace of Augsburg presented a
political truce in the religious wars but also created the
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foundation for the Thirty Years War in the Holy Roman Empire.
The Peace of Augsburg did not settle the religious question in the
German states, only exacerbated it.
7. Catholic Counter Reformation: Council of Trent. Why are the
terms “Catholic Reformation” and “Counter Reformation” both
justified? Explain the purpose, nature and accomplishments of
the Council of Trent. The Council of Trent was not so much a
reform as a restoration. How did the Catholic Church change
with the Council of Trent? The reform decrees of the Council of
Trent might have remained ineffectual had not a renewed sense
of religious seriousness grown up within Catholicism at the same
time. The Council of Trent shaped the destiny of modern
Catholicism.
8. Age of Religious Civil War: 1555-1609. The wars of religion in
France from 1562 to 1598 were not only religious but political.
The disorders of the religious wars in France germinated the
ideas of royal absolutism and the sovereign state.
9. Thirty Years’ War: 1618-1648. The Thirty Years War was in part
a German religious war and in part a German civil war over
constitutional issues in the Holy Roman Empire.
10. Peace of Westphalia. The Peace of Westphalia represented a
checkmate to the Catholic cause in Germany. The Peace of
Westphalia marked the advent in international law of the modern
system of independent sovereign states. With the close of the
Thirty Years’ War, the wars of religion came to an end; religion
was never an important issue in the political affairs of Europe as
a whole.
11. Women and Reformation. As households of the upper and middle
classes grew in importance, domestic service became a common
source of jobs for women. What provisions were made for the
education of women during the Protestant Reformation?
12. Concepts: mysticism, humanism, Utopia, Thomas More,
Thomas a Kempis, Imitation of Christ, politiques, Huguenot,
Edict of Nantes, cuius regio, eius religio, defenestration of
Prague, Ecclesiastical Reservation, parlement, EstatesGeneral, robot, plebeians, hereditary subjection, price
revolution, usury, yeoman, Act of Supremacy, Spiritual
Exercises, ultramontanism, Index of Prohibited Books,
Society of Jesus, pluralism, predestination, Thirty-Nine
Articles, Anglicanism, justification by faith and good works
B. The Ancien Regime: 1603-1714
1. Growth of the “monarchical absolutist state”. Following the
‘Wars of Religion’ in the second half of the 16th century, political
issues took precedence over religious issues. In the 17th century
43
2.
3.
4.
5.
6.
7.
8.
9.
monarchs used divine right as a justification of political power
and sovereignty.
The European “staatensystem”. Following the Peace of
Westphalia of 1648, secular issues, political issues and the
balance of power dominated the relationships of states in
Europe.
Structures of life and absolutism. Absolute monarchs of the
seventeenth century justified their control of the orders of society
by means of divine right theory. Justify this statement by
discussing two sovereign theories of divine right.
Classes of the old Regime. Class structure in the ancien regime
was justified by law and sovereignty.
Structures of Politics – Divine Right Absolutism. Compare and
contrast the “divine right” theories of James I of England and
Louis XIV of France. In the seventeenth century, why did France
become a divine right monarchy while England became a limited
parliamentary monarchy?
James I, Louis XIV, Phillip II, Peter I, Cromwell. Describe the
struggle in England between king and parliament in the
seventeenth century. Why was parliament successful in the
struggle for power in seventeenth century England. How was
Oliver Cromwell a parliamentarian, military dictator and
absolute monarch in seventeenth century England? Why was the
Cromwellian experiment in Congregationalist republicanism
successful in the English Civil War? Why did it eventually fail?
Compare and contrast the concept of divine right absolutism
under Louis XIV and Phillip II of Spain. Phillip’s fundamental
mistake of policy was his defense of ultramontane Catholicism in
Europe. Why did Phillip’s policies in the Netherlands result in
failure?
England and Holland: Alternative polities. Compare and
Contrast the ‘religious’ policies of England and Holland during
the seventeenth century.
English Civil War and the Glorious Revolution of 1688.
Describe the ‘inner meaning’ of the Glorious Revolution in
England. The Glorious Revolution resulted in the ascendancy of
Parliament, a Protestant monarchy and an aristocratic rebellion.
Concepts: Universal Monarchy, True Law of Free Monarchy,
Divine Right According to Holy Scripture, United Provinces,
stadholder, Anglicanism, Presbyterianism, Rump, Levellers,
Diggers, Fifth Monarchy Men Quakers, Instrument of
Government, prerogative courts, Roundheads, Cavaliers,
Pride’s Purge, Rump, Lord Protector, At of Settlement, Bill
of Rights, Whigs and Tories, Glorious Revolution,
parlements, Fronde, intendants, Colbert, Louvois,
mercantilism, Bishop Bossuet, Edict of Nantes, Peace of
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Ryswick, Treaty of Nimwegan, War of Devolution, asiento,
Treaty of Utrecht, War of the League of Augsburg, War of
Spanish Succession, Duke of Alva, Council of Blood, Dutch
Republic, Puritanism, Battle of Boyne Bridge, William and
Mary
C. The Transformation of Eastern Europe, 1648-1740
1. Three Aging Empires: Holy Roman Empire, Republic of Poland,
Ottoman Empire. Describe the changes in the Holy Roman
Empire brought about by the Thirty Years’ War and the Peace of
Westphalia. “The Holy Roman Empire was described by Voltaire
as neither holy, Roman, nor an empire.” Explain the meaning of
this quotation. “To the Christian world the empire of the
Ottoman Turks was a mystery as well as a terror.” “In Poland
the monopoly of law and force, characteristic of the modern
sovereign state, failed to develop.” “The Ottoman Empire was a
relatively tolerant empire, far more so than the states of
Europe.”
2. The formation of the Austrian Habsburg Monarchy: 1526-1740.
In what sense was the Austrian Empire “International”?
“Though German influence was strong, the Habsburg empire
was international or nonnational.”
3. The Formation of Prussia: 1640-1786. “The Hohenzollern rulers
best represent the continuity of strong monarchical succession.”
“Prussia was militaristic but not belligerent.” Judged simply as
a human accomplishment, Prussia was a remarkable creation, a
state made on a shoestring, a triumph of work and duty.”
4. The “Westernizing” of Russia: 1696-1796. “Although Russia in
the 17th century reflected its long estrangement from Europe, it
was European in some of its fundamental social institutions.”
“Peter I, through his tempo and methods, made the process of
‘Westernization’ a social revolution.” “Peter’s whole system of
centralized absolutism, while in form resembling that of the
West, was in fact significantly different.” “Peter the Great’s
foreign policy from the beginning was in part ‘defensive’ and in
part ‘expansionist’.”
5. Concepts: ius reformandi, Peace of Karlowitz, Pragmatic
Sanction, Drang nach Osten, Hohenzollern, King in Prussia,
liberum veto, ius eundi in partes, szlachta, janissaries,
capitulations, oprichnina, Ulozhenie of 1649, Old Believers,
Narva, Poltava, streltsi, state service, Holy Synod, John
Sobieski, Third Rome, Second Jerusalem, St. Petersburg,
Westernization
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IV.
Scientific, Political and Industrial Revolutions: Transformation of
the West
A. Scientific Revolution and the Enlightenment: 1543 - 1687
1. Scientific Revolution: Copernicus, Kepler, Galileo, Newton:
1543-1687. Why is the history of science an important part of
modern history? In what sense did science become “modern” in
the seventeenth century? “The 17th century has been called the
century of genius.” “The Scientific Revolution of the 17th century
had repercussions far beyond the realm of pure science.” “It was
in physics and astronomy that the most astonishing revolution of
the 17th century took place.” “The ‘Newtonian System’ led to
intellectual humility and to intellectual self-confidence.” “The
physical universe revealed by science became a model on which
many thinkers hoped to refashion ‘human’ society. “The
revolution accomplished from Copernicus to Newton has been
called the greatest ‘spiritual’ adjustment that the early modern
centuries had to make.”
2. The Enlightenment: 1715 – 1789. “The new views of humanity
and of nature were beginning to have a deep impact upon the old
certainties of European life, and particularly upon Christianity.”
3. Enlightened Despotism: Catherine II, Frederick II: 1740-1796.
What characteristics distinguished enlightened despots from
earlier monarchs? “The typical enlightened despots differed
from their ‘unenlightened’ predecessors mainly in attitude and
tempo.” “The typical enlightened despot set out to reform and
reconstruct the state in order to make it more rational and more
uniform.” “Frederick the Great’s fame as an ‘enlightened
despot’ rested more on his intellectual achievements than on any
sweeping reforms in Prussia.” “The Enlightenment in Russia
furthered the estrangement of the Russian upper classes from
their own people and their own native scene.” “Catherine II was
an enlightened despot in theory only.”
4. Social Contract: Hobbes, Locke, Rousseau. Explain how the
philosophy of natural law was used to justify both absolutist and
constitutional government in the 17th century. Compare and
contrast the political theories of Thomas Hobbes and John
Locke. “The 17th century was the classic age of the philosophy of
‘natural right’ and of ‘natural law’.” “On the basis of natural
law, some thinkers tried to create international law.” “Locke’s
writings converted the English Revolution of 1688 into an event
of universal meaning.” “Both Locke and Hobbes, and the whole
school of natural law, held that government was based on a kind
of contract.”
5. Age of Reason: Voltaire, Diderot, Montequieu. “The spirit of the
18th century Enlightenment was drawn from the scientific and
intellectual revolution of the 17th century.” “The currents of
46
thought in the 18th century were divergent and inconsistent, but
there was a general belief in reason, science, civilization and
progress.”
6. Religion and Deism
7. Philosophes. The philosophes were more than philosophers, they
were also political activists and propagandists.” “The
Enlightenment thinkers believed that the main agency of
progress was the state.”
8. Concepts: cogito ergo sum, deductive/inductive reasoning, On
The Revolutions of the Heavenly Orbs, Principia
Mathematica, Essay Concerning Human Understanding,
Hugo Grotius, Leviathan, Two Treatises on Government,
Encyclopedists, Freemasonry, The Spirit of the Laws, Social
Contract, Physiocrats, Condorcet, Diderot, Montequieu,
Voltaire, muzhik, Pugachev Rebellion, Potemkin Villages
B. Age of Trans-Atlantic and Democratic Revolutions: 1776 – 1815
1. French Revolution – 1789 – 1815: “The three legal estates in
French society under the Ancien Regime bore little relationship
to political, social and economic realities.” “The French
Revolution was the collision of two moving objects, a rising
aristocracy and a rising bourgeoisie.” “The ‘Declaration of the
Rights of Man and Citizen’ affirmed the principles of the new
society.” “The attitude of Louis XVI greatly disoriented the
Revolution.” “The militancy and activism of the sans-culottes
pressed the Revolution forward.” “As the Revolution evolved it
became more radical, minoritorian and less tolerant.” “The
Reign of Terror resulted from the fact that one-time democrats
became less tolerant of opposing ideas and more dictatorial.”
“The French Revolution attempted to replace the old Gallican
Catholic culture with a rationalist, secular republic of virtue.”
“A revolution is similar to a fever in that it slowly builds to a
point where it becomes most radical, turns on itself and
eventually dies.” “The French revolution initiated on
‘democratic principles’ and evolved into a ‘totalitarian
democracy’.”
2. Causes. “The causes of the French Revolution can best be found
in the principles of the Enlightenment.” “Robespierre found his
inspiration in the ‘totalitarian democracy’ of the principles of
Jean Jacques Rousseau.”
3. Radicalization: “All revolution promise democratic principles
for the people and become progressively less tolerant of them.”
4. Reaction and Romanticism: Napoleon. “Some historians argue
that Napoleon was more of a conservative Enlightened despot
that he was a militarist or constitutional reformer.” “Napoleon
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based his Empire on the principles of five boulders of
‘nationalist’ granite.” “Napoleon’s demise was in the fact that he
attempted to impose the principles of the ‘French Imperium’ on
the rest of Europe and incited ‘nationalist’ reaction.” “Napoleon
called his system ‘liberal’ and believed in ‘constitutions’.”
“Napoleon, it seemed to Goethe, ‘was the expression of all
that was reasonable, legitimate, and European, in the
revolutionary movement.” “Nationalism developed as a
movement of resistance against the forcible internationalism of
the Napoleonic empire.” “German ideas fell in with the ferment
of the new cultural movement known as romanticism, which
everywhere challenged the ideas of the Enlightenment.”
5. The Age of Ideologies “-isms”.
6. Concepts: taille, tithe, banalities, What is the Third Estate?,
The Rights of Man, Tennis Court Oath, ‘night of August 4th’,
Mary Wollstonecraft, Jacobins, juring/nonjuring clergy,
Reflections on the Revolution in France, enrages, sansculottes, Reign of Terror, , levee en masse, Worship of the
Supreme Being, Hebertists, dechristianization, Committee of
Public Safety, Gracchas Babeuf, Directory, Law of the 22nd
Prairial, plebiscite, Berlin Decree, Code Napoleon,
Confederation of the Rhine, Berlin Decree, Herder,
romanticism, Volksgeist, Addresses to the German Nation
C. The Industrial Revolution: 1760 – 1830
1. Revolution in time and space. The Industrial Revolution was
preceded in England by a political revolution, an agricultural
revolution and a social revolution.” The “Industrial
Revolution” was more than a technological revolution. It
represented a new order in the relationship of time, space and
how man related to nature.”
2. Why England? What unique factors led to the Industrial
Revolution occurring in England before other countries? The
French may have been more creative, but the English were
more inventive and practical.
3. Cotton, coal, and iron. “Some economic historians argue that the
First Industrial Revolution was a revolution of cotton, coal and
iron. What was the unique relationship between these elements
in England?
4. Effects – good or bad. “The Industrial Revolution produced its
skeptics or pessimistic philosopher and its supporters – the
optimistic philosophers.”
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5. Capitalism and Socialism. “The ‘new industrialists viewed the
Industrial Revolution as an improvement in the condition of the
working classes while the socialists viewed industrialism as the
source of worsening the condition of the working classes.
6. Adam Smith and Karl Marx. “Adam Smith believed that the
process of industrialism must run its natural course without
interference from the state while Karl Marx maintained that the
industrial revolution produced the inevitable class struggle
between the working classes and their owners.” Adam Smith was
the founder and proponent of laissez-faire, laissez passer
economic.
7. Literary response: Dickens. “Many writers and artists refused to
romanticize the Industrial Revolution but viewed it as a realistic
blight on the urban areas of society.” “The Industrial Revolution
represented the first impoverishment of the urban working
classes.”
8. Role of women and children. As indicated by the Lord Ashley
Mines Commission Report of 1842, the Chartist Movement of
1836 and the Factory Act of 1833, the First Industrial Revolution
most severely affected the women and children of England.
9. Concepts: squirearchy, enclusure acts, agricultural
revolution, James Watt, Adam Smith, Thomas Malthus,
David Ricardo, iron law of wages, utopian socialists, laissezfaire, utilitarians, English Radicals, Factory Acts, Lord
Ashley Mines Commission, scientific socialism, Jeremy
Bentham
V.
19th Century: Nationalism and Hegemony of the West: 1815 –
1914
A. The Century of Ideology and Power
1. Congress of Vienna and the Metternichean Era. “The ‘Concert of
Europe’ did not ‘turn back the clock of Europe, but rather
restored the legitimate regimes that had been displaced by the
French Revolution and the Wars of Napoleon.” The Concert of
Europe was the most realistic accommodation to the real needs
of Europe in 1815.” The Concert of Europe could not be based
on the principle of Nationalism, but rather on the principle of
‘monarchical solidarity’.” “The Metternichean System
attempted to limit the forces of nationalism, romanticism and
liberalism – revolutionary ideas.” “Metternich’s international
system was based on the Concert of Europe, the alliance system
and the willingness of European states to intervene in domestic
liberal and national rebellions.”
2. Age of Romanticism and nationalism
3. Era of Liberal Reform
4. Conservatism and the Concert of Europe
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5. 19th century Feminist movement
6. New methods of agricultural and industrial production
7. Revolutions of 1848: failure?
8. Britain: Radical reform: Bentham, Mill and the Webbs
9. Age of Gladstone and Disraeli
10. France and Napoleon III
11. The Unification of Germany: Bismarck and Realpolitik
12. Risorgimento: Cavour and the Unification of Italy
B. Responses to Economic Growth
1. Advanced Capitalism
2. Socialism
3. Marxism
4. Revisionism
5. Syndicalism
6. Imperialism
C. Contradictions of the Enlightenment
1. Darwin and social competition
2. Freud and the irrational
3. Einstein and relativity
4. Nietzsche and existentialism
5. Religion and modernity
6. Modern art and rebellion
VI.
War and Conflict in the 20th Century: 1914 – 1991
A. The End of European Hegemony
1. World War I: Causes and Effects
2. Versailles 1919: Carthaginian Peace
3. The Russian Revolutions of 1917: Lenin, Trotsky and Stalin
4. The Age of Anxiety: Weimar Germany – 1919 – 1933
5. The Depression
6. Rise of Totalitarianism: 1919-1939: Hitler, Mussolini, Stalin
7. Causes of World War II
8. Wartime conferences: Teheran, Yalta and Potsdam
9. Nazism and the Genocide
10. Nuremburg Trials
B. Globalism and the End of Imperialism: 1945 – 1991
1. Bipolar World and the “Cold War”
a. Atomic Diplomacy-Hiroshima and Nagasaki-August, 1945
b. Conversion-Wartime Alliance to Bipolar World
2. Iron Curtain: 1945-1947
a. Soviet Union losses-32,000 factories, 65,000 kilometers of
railway, 27 million citizens, 70,000 villages burned,
100,000 collective farms destroyed-Stalin decided to keep
the USSR closed to the west
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b. Eastern Europe-Stalin placed puppet communist ministers
in control-communist leaders in Moscow during the war
were returned to their European states-process of
occupation, sovietization, communization
c. United States-ended the war as the greatest industrial
power-GNP-90 billion in 1939 to 212 billion in 1945
d. 1944-Bretton Woods-dollar established as world’s principal
trading currency
e. Feb., 1946-Stalin-“capitalism makes war inevitable” speech
f. George Kennan-“The Long Telegram” – struggle between
communism and democracy
g. March 5, 1946-Winston Churchill-“Fulton Missouri speech
or the Iron Curtain” speech – “ideological division”
h. Pravda called Churchill a racist and compared him to
Hitler
3. First crisis-USSR refused to remove troops
from Iran-center for British PetroleumSoviets reluctantly acquiesced
4. Divided Germany-Quadripartite-British, French,
American,Soviet
a. Potsdam-allies had agreed to allow Soviets agricultural and
industrial reparations from Eastern Germany-reduce
Germanyto 70% of her prewar industries
b. September 6, 1946-Byrnes “ Stuttgart Speech” – doctrine
of German recovery
c. January 1, 1947-Bizonia or combination of British and US
zones assured divided Germany
d. Greece and Turkey-civil war and stalemate-British
withdrawal from Mediterranean and Germany
e. Marshall Plan-George C. Marshall-Secretary of State-400
million funding of Greece and Turkey
f. Truman Doctrine-ideological struggle in adversarial terms
g. European Recovery Program-restore democracies to fight
communism
h. Article ‘X’-1947-George Kennan-Foreign Affairs-defined
the Cold War and the threat of communism
i. June 5, 1947-Marshall’s Harvard Speech-announced the
Marshall Plan to the world in the presence of T.S. Eliot and
Robert Oppenheimer
j. July 12, 1947-Paris Peace Conference-discuss European
response to Marshall Plan-Soviets ordered the Eastern
European States to boycott-the conference opened as the
Conference on European Economic Cooperation or the
CEEC
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5.
6.
7.
8.
9.
k. Cominform-direct response by Stalin to the Marshall Planadopted Stalinist control over Soviet satellites
l. Truman Doctrine/Marshall Plan vs. Cominform(Zhdanov)
m. Soviets challenged Marshall Plan in Czechoslovakia and
Italy-CIA informed Italy that if they supported the
communists they would not receive US aid for recovery
n. June 7, 1948-London Conference-Federal German State“West Germany”
o. June 24, 1948-Soviets blockade Berlin-allies in the West
until May 12, 1949
p. Berlin Airlift-June 26, 1948 to May 12, 1949
q. July, 1948-Strategic Air Command-B-29’s to Great Britain
r. September, 1949-USSR exploded Atomic bomb
Korean Conflict: 1949-1953-Ideological division at the 38th
parallel
October 1, 1949-People’s Republic of China-Mao Zedong and
Communism entered the Korean War and drove back UN forces
NATO (1949) and the Warsaw Pact (1955) – Ideological
Conflict and physical division of Europe
1953-56-Death of Stalin and Struggle for Power
a. Struggle of Malenkov, Molotov, Beria and Nikita
Khushchev
b. Containment-George Kennan
c. 1956-Emergence of Khrushschev -“Destalinization”
Speech
d. 20th Party Congress
e. May, 1955-Warsaw Pact-Response to admission of West
Germany to NATO
f. Khrushschev dissolves Cominform
g. 1956-Khrushchev clashes with Gomulka in Poland
h. 1956-Hungarian Revolt-Imre Nagy repudiated Warsaw
Pact-rebellion crushed and Soviet puppet Janos Kadar
placed in power
i. 1956-Suez Crisis-Suez Canal nationalized by General
Gamal Abdel Nasser-followed by military intervention by
Israel, Britain and France-Khrushchev hesitated in Hungary
because he did not want to be compared to the
“Imperialists” in Egypt
j. 1957-Year of “crises” marks the emergence of Khushchev
Semipalatinsk 21: 1949-1961-Soviet Atomic Diplomacy
a. Igor Kurchatov-“the beard” or “Prince Igor” – aided by
Klaus Fuchs produced the Soviet Atomic Bomb
b. Truman responds with US H-Bomb produced under the
direction of Edward Teller-82 tons-B-36-40,000 feet fifteen
miles from explosion heated 93 degrees in seconds-canopy
100 miles within one hour-crater a mile wide and two
52
hundred feet deep-sucked up 80 million tons of material
from the Bikini Atoll-yield-10.4 megatons-1000 times
more powerful than Hiroshima bomb
c. “massive retaliation” response of US and John Foster
Dulles
d. 1950-US B-29 reconnaissance flights over USSR replaced
in 1956 by Lockheed U-2 flights-revealed Soviet Tu-95
Bison bomber which could deliver nuclear bombs to US
e. October 5, 1957-Sputnik(fellow traveler) launched –
Edward Teller-:the US has lost a battle more important than
Pearl Harbor”
f. December 6, 1957-US “Vanguard” flopnik explodes at
liftoff
g. 1958-US National Defense Education Act
h. January, 1958-US launches Explorer into orbit under
direction of Wernher von Braun
i. 1959-US submarine fired Polaris, Thor and Minuteman
missiles
j. US 1960-Atlas and Titan ICBM’s with IRBM’s
k. May 1, 1960-Francis Gary Powers shot down in U-2-USSR
refused to participate in Paris Summit
l. April 12, 1961-Yuri Gagarin first human into space
m. August 14, 1961-Soviets erect the Berlin Wall
n. June, 1963-Kennedy to Berlin-“Ich bin ein Berliner”
10. 1961-1961-Cuban Missile Crisis-violation of the Monroe
Doctrine results in Blockade of Cuba-“Quarantine Speech”October 22, 1962
11. Vietnam Conflict: 1954-1968: Dien Bien Phu to Tet
12. Popular Culture and technology
13. Solzhenitsyn, Sakharov and human rights
14. Gorbachov, Glasnost and Perestroika
15. Mao and the Great Proletarian Cultural Revolution
16. The “Springtime of Nations”: The New Europe
17. The fall of the Soviet Union: Yetsin to Putin
18. The “new socialism”
19. The end of the Eurocentric world
20. Science, technology and the new threat
21. Secular philosophy and the end of religion
22. Medievalism and the return to religious fundamental
23. World politics: A return to tribalism?
24. The new “world order”
VII. Exam Preparation: Study and Review Methodology
A. Text and Website
B. Notebook
C. Websites for primary documents
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D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
Small group study
Computerized review
Primary document analysis
Interpretation of art
Cross-current themes
DBQ practice
Thesis practice
Flashcard review system
European timeline and diagram
Develop a regular schedule
“Climb the mountain one step at a time”
XXV. The Historical Essay: The Shaping of the Historical
Essay
Purpose: The intent of the research/critical essay is to initiate student
research of historical narratives and thematic areas directly related to the
course. The critical historical essay should investigate, in an essay format, a
historical narrative of a specific historical topic such as the Unification of
Germany or the Causes of World War I or the Russian Revolution. Emphasis
is placed on the student analysis of the historical narrative. Students will
consider the author’s thesis, thematic development, interpretation,
cause/effect relationships, and the nature of “historical meaning and
significance.” Finally, in-depth analysis will acquaint the student with style
as well as consideration of topics not covered in detail by the primary text.
I.
General Methodology:
A. Reading the secondary source: “A work of interpretation”.
1. Determine the main point of the book.
a. What are the central conclusions the author
attempts to prove?
b. What is the historical point of view: The
assumptions and value judgements upon which the
author bases his conclusions.
c. Read the introduction and preface.
d. Notice the introductory remarks of the author at
the beginning of each chapter.
2. Read the key paragraph” of each chapter. In many
cases it will be the last one.
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a. What are the main assumptions?
b. What are the main conclusions and how do they
relate to the main conclusions of the entire book?
3. Search for the author’s individual style and certain
signal words.
a. What are the relationships of concepts to facts?
E.G. “Particularism in the Holy Roman Empire
following the Thirty Years War”.
b. “Causes, led to, significance, effects, turning
point, result of”.
4. Note-taking:
a. Take notes that will enable you to remember the
main thread of the argument.
b. Include only fundamental points.
c. Digest points into a single note-card form or
computer file.
d. “Internalize the book”.
B. Methodology: “Shaping the historical essay”.
1. Creative historical thinking.
a. Think your way through the material.
b. Organize your ideas into a coherent form.
c. Bring your knowledge and insights to shape the
material to a persuasive conclusion.
d. Make your conclusion a personal one.
2. Raise certain fundamental questions.
a. What primary sources does the author use in
treating the subject?
b. How broad or narrow is the main point?
c. What is the nature of the problem?
d. Does one main point emerge?
3. Definite rules of a coherent, well-argued historical
essay:
a. Balance between the author’s thesis and
documentation of it with factual evidence.
b. State your main contention in the form of a firm
statement of truth.
c. Writing should reflect a constant balance between
primary fact, author’s interpretation and your
inferences and judgements.
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II.
Writing the Research Paper.
A. Discover your purpose:
1. Argumentative
a. Convince your reader of your point of view.
b. Move beyond investigation to make judgements
about issues.
c. To what degree is there controversy.
d. Fair presentations are the fruits of research.
2. Analytical:
a. Draw general conclusions from facts and basic
evidence.
b. Purpose: Analysis – Separate the issues, comment
on each one, arrive at a synthesis.
3. Explanatory:
a. Serves those who review books or articles.
b. Article précis: Briefly discuss one or two works in
order to explain their contribution to a particular
field of knowledge.
c. Literature or historical review paper:
(1). Surveys available source materials on a
narrowed topic.
(2). Annotated bibliography.
(3). Formal essay which compares published
works on the topic, prevailing theories and
contributions of various writers.
B. Topic Search: How do I determine the topics and primary
themes of my essay?
1. Read the introduction to various books.
2. Discuss the various topics with history instructors.
3. Your own interest and fundamental questions:
a. Raise critical questions: Why did Tsarist Russia
fall? Who was really responsible for World War I?
Should they have dropped the bomb on Hiroshima
and Nagasaki?
b. Outline key issues or problem.
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c. List key words or concepts – “glasnost,
perestroika, serfdom”
C. Narrow the general topic: From Treaty of Paris of 1919 to
the Treaty of Versailles that dealt with Germany only.
1. Determine your writing situation: purpose, intent, thesis
or argument.
2. Develop a preliminary thesis or argument.
3. Narrow, focus and restrict: Interpretation, cause and
effect, function, comparison, e.g. narrow from “the
causes of World War I to Germany as a cause of World
War I” or “the naval race between Germany and Great
Britain as a cause of World War I”.
4. Narrow the topic to match the source material, namely,
in this case, the historical narrative.
III.
Taking notes: Preparation for writing the historical essay.
A. Preliminary outline: Paradigm for analysis of historic
events.
1. Introduction
a. Identification of the event or primary topic of your
essay.
b. Background leading up to the event.
c. Quotations and paraphrases from the author or
experts – cite all quotes or paraphrases.
d. Develop a thesis sentence, blueprint and point of
view for your essay.
2. Body of the essay: developmental paragraphs.
a. Thorough analysis of the background events
leading up to your primary topic.
b. A tracing from one historical episode to another as
source evidence.
c. A chronological sequence that explains how one
event relates directly to the next.
d. Citation of the writer or historian who has
investigated this piece of history.
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e. Use the citations as a means of proving the
historical thesis or argument.
B. Rough out your outline: Attempt to create the general
sequence of arguments in your essay.
1. “Those factors or steps taken by Germany and AustriaHungary that made World War I inevitable.”
2. “The failed clauses of the Treaty of Versailles that lead
to World War II.
C. Use questions to outline your ideas.
1. “Was the German Kaiser to aggressive in his foreign
policy?”
2. “Did British Imperial policy cause German aggression
in Africa?”
D. Outline by methods of development: define, contrast, case
studies, observation, causes or consequences.
E. Order your materials from “general ideas” to more
particular items.
F. Revise your outline as you read new evidence and come to
new conclusions.
G. Re-evaluate your source materials.
1. The quotations that you have chosen
2. How reliable is the evidence you are using?
3. Does the evidence that you are using adequately
address the proof of the argument?
4. Are your citations always relevant?
5. Do YOU adequately explain your citation?
6. Did YOU understand what you read in this historical
narrative?
7. Did YOU understand the author’s argument?
IV.
Technique of using notecards or a computer-based notetaking
system.
A. Use “index cards” of the size you find best – or computerbased notecards.
B. Use one item per card.
C. Write on one side of the card and number by topic.
D. List the source, pages of the book, etc. for each source.
E. Label each card by a clear title or reference.
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F. Write a full or complete citation.
G. Keep all of your notes organized by topic for easy reference.
V.
Methods of note-taking:
A. Build a set of personal notecards.
B. Write summary notes completely on each card.
C. Condense sources with précis notes (polished style in your
own words).
D. Rewrite sources with paraphrased notes (document pages).
E. Copying sources with quotation marks:
1. Always use quotation marks.
2. Use the exact words of the author.
3. Cite the precise source with pages.
4. Write your notes into the computer.
F. Avoid “plagiarism”.
1. Document all source material.
2. Acknowledge borrowed material.
3. Enclose all quoted materials with quotation marks.
4. Do not alter the basic idea of paraphrased materials.
VI.
Writing the Paper: First draft and final product.
A. Write the final thesis statement.
1. Express your position or “intent” in full: not a statement
of purpose.
2. Limit your subject and let the reader know.
3. Establish an investigative, inventive, or creative edge to
your essay.
4. Point your essay forward to a conclusion.
5. Conform to your notecard evidence (as in a criminal
trial).
B. Write the “final outline”:
1. Write in a balanced parallel form.
2. Topic outline form.
3. Sentence outline form.
4. Paragraph outline form.
C. Paradigm or model for advancing your ideas and theories.
1. Introduction.
a. Establish the problem or question.
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b. Discuss its significance.
c. Introduce how the historian has treated the
problem.
d. Provide a “thesis sentence” that addresses the
problem from a perspective or critical point of
view.
2. Body or the essay.
a. Trace the primary issues involved in the problem.
b. Develop a past-to-present examination.
c. Compare and analyze the details and subissues.
d. Cite how your historian addresses the problem.
3. Conclusion of the essay.
a. Advance and defend your thesis or argument as it
evolves out of the evidence in the body of your
essay.
b. Offer your conclusions.
c. Suggest additional work and investigation that is
needed or questions that were left un-answered by
the author.
VII. Final writing of the paper: the finished product.
A.
B.
C.
D.
E.
F.
Adapt the language of your essay to your purpose.
Write in first and third person.
Write with unity and coherence.
Write in the proper tense and be consistent.
Always use “active” and never “passive” voice.
Write the introduction:
1. Subject.
2. Significance.
3. Background.
4. Write the thesis or the argument of the author.
a. Give background to your thesis.
b. Challenge the assumption of your author.
c. Provide a brief summary.
d. Define all key terms.
5. Avoid:
a. Purpose statement: “In this essay I intend to …”
b. Repetition of title.
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c. Complex or difficult language: keep it simple.
d. Simplify with basic dictionary definitions.
e. Humor.
f. Unnecessay aesthetic artwork or cute lettering.
G. Body of the paper: create a dynamic order.
1. Trace the fundamental issues by paragraph.
2. Defend and support your thesis or that of the author:
E.G. “In his book ‘Hitler”, Kershaw places too much
emphasis on Hitler’s personal traits and not enough on
the post-Versailles circumstances in Weimar
Germany”.
3. Provide a dynamic progress of ideas to prove your
argument.
4. Point forward to a conclusion
5. Use both a writing paradigm (model) and an outline to
maintain order.
a. Criteria
b. Structure
c. Chronology
d. Importance
e. Issues
6. Follow stylistic conventions:
a. Writing technique
b. Documentation
c. Revise constantly
7. Conclusion:
a. Reach beyond restating your thesis.
b. Your reader should learn something new from
your conclusion.
c. Return to the original focus of your essay.
d. Through the evidence you provided, now present
proof of your argument.
e. Compare the historiography and the past to the
present.
f. Offer a directive, solution or conclusion.
g. Discuss your results.
8. Avoid:
a. After thoughts or additional ideas.
b. Closing transitional words, “thus, in conclusion or
finally”.
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c. Stopping at an awkward spot.
d. Questions that raise new issues.
e. Fancy artwork.